Examining technological pedagogical content knowledge of teachers teaching Turkish to bilingual students in France<p>Fransa'da iki dilli öğrencilere Türkçe öğreten öğretmenlerin teknolojik pedagojik içerik bilgilerinin incelenmesi
Keywords:
Bilingual children, French, Turkish education, ikidilli Türk çocukları, Türkçe öğretimi, EğitimAbstract
The objective of this study is to examine the self-competency perceptions of the teachers teaching Turkish to bilingual children in France on technological pedagogical content knowledge. In accordance with this objective cross sectional survey method was used for this study. 65 Turkish teachers working in France were included in the study. An assessment instrument developed by Horzum, Akgün and Öztürk (2014) was used to determine the self-competency perceptions of the teachers on technological pedagogical content knowledge. The obtained results revealed that the self-competency perceptions of the teachers teaching Turkish (L1) to bilingual children in France on technological pedagogical content knowledge was over the average. Besides, it is observed that the self-competency perceptions of the teachers on content knowledge and technological pedagogical content knowledge were significantly lower than their self-competency perceptions on pedagogical content knowledge.
Özet
Bu araştırmanın amacı Fransa'da iki dilli öğrencilere Türkçe öğreten öğretmenlerin teknolojik pedagojik içerik bilgilerine yönelik öz-yeterlik algılarını incelemektir. Bu amaç doğrultusunda araştırma kesitsel tarama modelinde yürütülmüştür. Araştırmaya Fransa'da görev yapan 65 Türkçe öğretmeni katılmıştır. Öğretmenlerin teknolojik pedagojik içerik bilgilerine yönelik öz-yeterlik algılarını ölçmek üzere Horzum, Akgün ve Öztürk (2014) tarafından geliştirilen ölçme aracı kullanılmıştır. Araştırma sonucunda Fransa'da iki dilli çocuklara Türkçe öğreten öğretmenlerin teknolojik pedagojik içerik bilgisine yönelik öz-yeterlik algılarının ortalamanın üzerinde olduğunu göstermektedir. Bunun yanında öğretmenlerin içerik bilgileri ve teknolojik pedagojik içerik bilgilerine yönelik öz-yeterlik algılarının pedagojik içerik bilgilerine yönelik öz-yeterlik algılarından anlamlı derecede düşük olduğu görülmüştür.
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